Learning to learn: Beyond 2020
2018
The current discourse on staying relevant in the 21st century
workplace and lifelong learning is instrumental for this empirical work. This
research study has a two-fold objective. First, it identifies the skill-deficit in
our graduates when they enter the workforce: critical thinking, problemsolving
and managing one’s own learning process. Second, it captures best
practices of educational, non-educational and training agencies in
developing and evaluating the above-mentioned three core skill-sets. Indepth
interviews were carried out with 72 organizations: 34 educational
institutions and 19 non-educational institutions plus 19 training agencies
as specific third target group. Two main findings emerged: First, there is a
gap between employers’ expectations and graduates’ competences, and
second, the methods of developing and evaluating the three core skill-sets
differ between educational institutions on one hand and non-educational
institutions and training agencies on the other hand. This implies a need
for a more integrated planning system amongst
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